In this report, Sandra Dean and colleagues examine teacher evaluation practices in California and offer seven recommendations for improving the system.
Mark Wilson et al. examine the effectiveness of two teacher assessment systems: Connecticut's BEST program and ETS' Praxis series.
Diane Friedlaender et al. take a look at the lessons we can learn from the schools that are successfully addressing the achievement gap in California.
Linda Darling-Hammond and Julian Vasquez Heilig examine student progress and achievement in relation to accountability policy incentives in an urban district in Texas.
Linda Darling-Hammond et al. conduct a state-by-state analysis of progress on teacher professional development in the United States using data from the Schools and Staffing Survey.
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